This study explores the intricate relationships between reading attitudes, reading proficiency, and reading self-efficacy among junior high school students in Region XII, Philippines, using an explanatory sequential mixed-method design. Quantitative data were collected from 350 students through validated instruments, including the SARA questionnaire and Preliminary English Test (PET), while qualitative insights were gathered from interviews and focus group discussions with 17 participants. The quantitative findings reveal a strong positive correlation between reading attitudes and proficiency (r = .650), as well as between attitudes and self-efficacy (r = .478). Despite this, mediation analysis showed that reading self-efficacy did not significantly mediate the relationship between reading attitudes and proficiency (Sobel z = 0.825, p = .409). The results highlight that while self-efficacy contributes to confidence in reading tasks, its mediating influence is minimal, with attitudes playing the dominant role in influencing proficiency. The qualitative phase underscores critical themes: students with positive attitudes actively seek challenging texts, showing persistence and adaptive strategies when confronted with difficult materials. Participants highlighted the role of personal interest, intellectual growth, and consistent engagement in shaping positive reading attitudes. Moreover, exposure to various academic and recreational reading formats (print and digital) fosters motivation and skill improvement. This study emphasizes the direct impact of reading attitudes on proficiency and suggests interventions that prioritize fostering positive attitudes and creating engaging reading experiences. The findings offer actionable insights for educators and policymakers aiming to address literacy challenges among Filipino students.